will it?

.github/workflows/draft-pdf.yml

@@ -25,10 +25,10 @@ jobs:
           # This is the output path where Pandoc will write the compiled
           # PDF. Note, this should be the same directory as the input
           # paper.md
-          path: paper.pdf
+          path: 88presentación/jose_2024/paper.pdf
       - name: Commit PDF to repository
         uses: EndBug/add-and-commit@v9
         with:
           message: '(auto) Paper PDF Draft'
           # This should be the path to the paper within your repo.
-          add: 'paper.pdf' # 'paper/*.pdf' to commit all PDFs in the paper directory
+          add: '88presentación/jose_2024/paper.pdf' # 'paper/*.pdf' to commit all PDFs in the paper directory

88presentación/jose_2024/back_paper.bib

@@ -0,0 +1,61 @@
+
+@article{mason_comparing_2013,
+	title = {Comparing the Effectiveness of an Inverted Classroom to a Traditional Classroom in an Upper-Division Engineering Course},
+	volume = {56},
+	issn = {0018-9359, 1557-9638},
+	url = {http://ieeexplore.ieee.org/document/6481483/},
+	doi = {10.1109/TE.2013.2249066},
+	abstract = {An inverted, or flipped, classroom, where content delivery includes video lectures watched outside of the classroom, is a method that can free classroom time for learner-centered activities such as active and problem-based learning. This study compared the effectiveness of an inverted classroom to a traditional classroom in three areas: 1) content coverage; 2) student performance on traditional quizzes and exam problems; and 3) student observations and perception of the inverted classroom format. A controltreatment experiment comparing an inverted classroom to a traditional lecture-style format was used. The results show that: 1) the inverted classroom allowed the instructor to cover more material; 2) students participating in the inverted classroom performed as well or better on comparable quiz and exam questions and on openended design problems; and 3) while students initially struggled with the new format, they adapted quickly and found the inverted classroom format to be satisfactory and effective.},
+	pages = {430--435},
+	number = {4},
+	journaltitle = {{IEEE} Transactions on Education},
+	shortjournal = {{IEEE} Trans. Educ.},
+	author = {Mason, Gregory S. and Shuman, Teodora Rutar and Cook, Kathleen E.},
+	urldate = {2023-03-13},
+	date = {2013-11},
+	langid = {english},
+	file = {Mason et al. - 2013 - Comparing the Effectiveness of an Inverted Classro.pdf:/home/vbettachini/storage/Zotero/storage/JD5VKTX8/Mason et al. - 2013 - Comparing the Effectiveness of an Inverted Classro.pdf:application/pdf},
+}
+
+@article{vallejo_google_2022,
+	title = {Google Colab and Virtual Simulations: Practical e-Learning Tools to Support the Teaching of Thermodynamics and to Introduce Coding to Students},
+	volume = {7},
+	issn = {2470-1343, 2470-1343},
+	url = {https://pubs.acs.org/doi/10.1021/acsomega.2c00362},
+	doi = {10.1021/acsomega.2c00362},
+	shorttitle = {Google Colab and Virtual Simulations},
+	abstract = {Various studies have reported the versatility and great scope of programming tools in all areas of knowledge. Coding is generally of paramount importance to chemistry students regardless of whether they intend to work with theoretical chemistry. Google Colab notebooks can introduce students to programming concepts and could be a convenient tool to assist in the chemistry teaching process. In this article, we implemented Google Colab notebooks to aid in the teaching of thermodynamics in a physical chemistry class. We presented six notebooks, covering introductory concepts of both coding and thermodynamics as a set of learning objects that can be useful in a virtual learning environment. In addition, in some of the notebooks, we included a step-by-step guide on how to run virtual lab simulations. The Colab notebooks were created for students without previous experience in programming. All of the Colab notebooks contain exercises of the activities and the solutions of the proposed exercises. Furthermore, all of the Colab notebooks can be modified and downloaded from the Github repository. Finally, we used the Python programming language and Colab because they are free and widely used by the academic community.},
+	pages = {7421--7429},
+	number = {8},
+	journaltitle = {{ACS} Omega},
+	shortjournal = {{ACS} Omega},
+	author = {Vallejo, William and Díaz-Uribe, Carlos and Fajardo, Catalina},
+	urldate = {2023-09-29},
+	date = {2022-03-01},
+	langid = {english},
+	file = {Vallejo et al. - 2022 - Google Colab and Virtual Simulations Practical e-.pdf:/home/vbettachini/storage/Zotero/storage/CDRGEZUY/Vallejo et al. - 2022 - Google Colab and Virtual Simulations Practical e-.pdf:application/pdf},
+}
+
+@article{cumby_course_2023,
+	title = {Course Materials for an Introduction to Data-Driven Chemistry},
+	volume = {6},
+	issn = {2577-3569},
+	url = {https://jose.theoj.org/papers/10.21105/jose.00192},
+	doi = {10.21105/jose.00192},
+	abstract = {Cumby et al., (2023). Course Materials for an Introduction to Data-Driven Chemistry. Journal of Open Source Education, 6(63), 192, https://doi.org/10.21105/jose.00192},
+	pages = {192},
+	number = {63},
+	journaltitle = {Journal of Open Source Education},
+	author = {Cumby, James and Degiacomi, Matteo T. and Erastova, Valentina and Güven, J. Jasmin and Hobday, Claire L. and Mey, Antonia S. j s and Pollak, Hannah and Szabla, Rafal},
+	urldate = {2024-07-30},
+	date = {2023-05-20},
+	langid = {english},
+	file = {Full Text PDF:/home/vbettachini/storage/Zotero/storage/HQZH5ADM/Cumby et al. - 2023 - Course Materials for an Introduction to Data-Drive.pdf:application/pdf},
+}
+
+@online{noauthor_lagranges_nodate,
+	title = {Lagrange’s Method in Physics/Mechanics - {SymPy} 1.13.2 documentation},
+	url = {https://docs.sympy.org/latest/modules/physics/mechanics/lagrange.html},
+	urldate = {2024-08-19},
+	file = {Lagrange’s Method in Physics/Mechanics - SymPy 1.13.2 documentation:/home/vbettachini/storage/Zotero/storage/TCFNB4YU/lagrange.html:text/html},
+}